Teaching Lab All Partners Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 529 educators who completed the diagnostic survey, 142 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 68% 70% +2% 73%
Recognition of race & culture 33% 35% +2% 39%
Holding growth mindsets 53% 60% +6% 69%
Having high expectations and beliefs 95% 92% −3% 89%
Taking accountability for equitable instruction 92% 93% +1% 90%

1 Note: The number of observations varies between items from 142 to 529

2 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 66% +1% 68%
Trust in fellow teachers 83% 78% −5% 71%
Connectedness to fellow teachers 76% 75% −1% 84%
Have influence over professional learning 36% 37% +1% 48%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 67% 75% +8% 68%

1 Note: The number of observations varies between items from 137 to 424

2 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 59% 64% +6% 22%
ELA instructional shifts 51% 58% +7% 21%
Fluency 52% 54% +1% 15%
Text complexity 58% 72% +14% 25%
Close reading 67% 69% +3% 23%
Building knowledge 53% 59% +7% 21%
Supporting students with unfinished learning 68% 71% +3% 25%

1 Note: The number of observations varies between items from 91 to 394

2 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 60% 67% +7% 46%
Math instructional shifts 53% 57% +5% 41%
Equitable Math Instruction 72% 81% +9% 53%
Supporting students with unfinished learning 64% 75% +11% 52%
Effective Teaching Practices 55% 60% +5% 40%

1 Note: The number of observations varies between items from 69 to 125

2 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 91% 83% −7% 3%
Whether the lesson is focused on a high-quality text or task 89% 83% −6% 3%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 79% −10% 3%
Whether all students have opportunities to engage in the work of the lesson 94% 88% −6% 3%

1 Note: The number of observations varies between items from 24 to 105

2 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 88% 42%
The questions and tasks address the analytical thinking required by the grade-level standards 67% 17%
All students have opportunities to engage in the work of the lesson 67% 29%

1 n = 24

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 12

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"I think the balance of synchronous and asynchronous work was
well thought out. I also like the variety of ways we engage
with others virtually in this training."

"actually like it was broken into 2 days -didn't seem too
overwhelming with everything else going on"

"The lengthy breakout room conversations were very helpful.
I always gain lots of insight and resources from the other
educators in the program."

"The breakout rooms for collaboration. Having the time to
share our action planning ideas and evidence collection."

"The activities and breakout groups were very beneficial. I
love working and learning from my colleagues from around the
state."

"Getting back into it...forcing me to jump back on board with
the important mission."

"I liked the layout of the course- everything was very
clear (especially on a new learning platform), if you had
any questions-the facilitators answered right away, and
they allowed us time to collaborate with our grade bands
throughout zoom meetings."

"I like the presentation style. Erin is very receptive to
various personalitites in these meetings and she manages
them well. She actually gets her point across by keeping
everyone focused."

"i learned about the EL curriculum, and now I know how to
support the Gen Ed teacher in implementing and differentiate
instruction to struggling students,"

"I appreciate the asynchronous learning opportunities that
allowed us to be off zoom for periods of time."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"Making sure that everyone is prepared ahead of time. This
isn't really a TL issue, more of a district issue, but a lot
of my breakout time, on the third day, was wasted because
someone didn't know where to access the curriculum guide or
curriculum itself. Therefore, just reminding participants of
items that they will need to make sure they have access to,
while participating. I know I'm going to sound like my kids
here, but I wish we were in person :) (which I know is out
of your control)."

"I struggle with having enough time to complete the
asynchronous work in a way that allows me time to deeply
think about the materials and/or readings. This has been
since day 1 and I thought I would just get quicker, but I
did not. Typically, I finish the work with 7 minutes for
lunch. I thought you might like some feedback for cohort 2"

"additional time spent focusing on the EL curriculum such as
the text - assessments and new materials."

"Quicker pace and the timing of the course... wish it was
sooner in the summer...too stressful right now."

"Going through all the units or going through the units never
taught: Treasure Island (none of the teachers have made it
to this unit in the parish)."

"I really didn't need the lunch break and would have been ok
with just ending at 12:30 without a lunch break. Some of the
breakout instructions were a little unclear, especially for
the last breakout. However, I appreciated the availability
of the facilitators if we needed more support."

"Everything is fine. If I don't take other online classes -
I could have been more focus and on time for submitting boot
camp assignments."

"There's never enough time...I wish we had more time to
discuss our reflections in our breakout rooms."

"i would have liked to be able to look more at actual
materials and lesson plans with my team"

"More ideas for virtual learning - even though I know there
are not a lot of resources."

Additional Comments
Quotes from "Do you have additional comments?"

"I was scared I was going to hate professional development
over zoom, but after this experience and how seamless it was
I think I prefer it!"

"Would love to see a bank of short videos on the Schoology
site that could be used with teachers. It takes so long
to find good, strong video examples. Thanks for all of the
resources you have already shared through this series."

"Just that it was extremely thorough covering as much
material as possible in the time frame we had. The
facilitators were passionate about the material and made us
equally engaged to know more."

"I enjoyed it. Really loved being able to focus on materials
we use and plan for future lessons."

"I enjoyed the boot camp and have gained a deeper
understanding of the curriculum."

"I wish we would have touched on how to actually deliver day
to day lesson instruction in a virtual setting."

"The presenter was very kind and positive at all times. The
moodle platform was not the easiest to maneuver."

"There was a lot of pertinent information in a short amount
of time to help me get acclimated to the curriculum."

"In general, I don't think I fully understood the inquiry
cycle progression until day 4 or 5. Today's reflect helped
put it all into perspective."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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